SURVEY OF PROBLEMS ASSOCIATED WITH TEACHING AND LEARNING OF SHORTHAND AND TYPEWRITING.

SURVEY OF PROBLEMS ASSOCIATED WITH TEACHING AND LEARNING OF SHORTHAND AND TYPEWRITING.

ABSTRACT

With the goal of improving the situation, this study surveyed problems related to teaching and learning shorthand and typewriting in higher education institutions. To achieve this goal, five main hypotheses were tested to confirm or refute the assumptions. Due to their low scores on typing and shorthand tests, untrained individuals are being hired as secretaries in the job market, which forced the researcher to conduct this study. However, 590 students from IMT and OSISATECH polytechnics in Enugu who were taking shorthand and typing classes were surveyed for this study. This is why we employed methods like random sampling, questionnaires, and oral interviews to get to the respondents’ opinions. Students’ admission credentials, learning materials, teachers’ qualifications, English language skills, and interests were the five areas covered by the questionnaire that was created to gather data for the study. The data that was gathered and displayed were evaluated by means of percentages. Despite these caveats, the study’s results and conclusions suggest that instruction in shorthand and typewriting is fraught with difficulty at both IMT and OSISATECH polytechnics in Enugu. Accordingly, it was suggested that the Nigerian federal government should, among other things, ensure that the country’s universities offering the required course have sufficient classroom space. To be consistent with other universities that provide typing and shorthand, OSISATECH polytechnics Enugu and IMT should reorganise their admissions policies.

CHAPTER ONE

INTRODUCTION

1.1 The Background of the Study 

Most of the information and abilities we have did not come from our parents. They are things that we have picked up along the road. Learning, then, is just a series of steps that allow us to fine-tune our behavioural processes.

For example, we don’t really feel “natural” when we learn to use our right hand for things like writing or eating (Ogan, 1987). Changes of some kind are indubitably a part of every learning experience.

The learning of certain repetitive behaviours and types of handwriting are two examples of learnt alterations that, in general, could

As a matter of fact, there are no true shortcuts when it comes to learning new abilities; in fact, the disparities between people’s talents and capacities are frequently so noticeable and seemingly basic that it is easy to overlook this reality.

Investigating individual differences in learning is fraught with significant challenges, in contrast to the straightforward demonstration of systematic differences between people in a spectrum of learnt abilities.

The fact that disparities in observable capacities are rarely amenable to equating with any straightforward learning process is a big issue. In most learning circumstances, assessed performances are affected by a number of extra factors.

Level of performance on activities purportedly designed to assess ability to learn may be influenced by a number of factors, including motivational influences, deliberate variables, listening and reading aptitude, tenacity, exhaustion, and, most crucially, prior learning.

The term “learning” can be used in a broad sense to describe any alteration in behaviour that is brought about by previous experiences. Acquiring specialised operational knowledge is fraught with difficulties. There are several unique issues with shorthand and typewriting that could be of different kinds.

Every subject has its own set of ideas that explain how people learn; as a result, each class is either structured differently or covers a variety of topics (Brunner 1960, Scandura 1977).

Issues with learning can come from a variety of sources and interact with one another; this is true both in general and in particular courses.

A lot of people are worried about the equipment (Pigott, 1984). He stressed that there is a lack of adequate equipment to test students’ theoretical and practical abilities in shorthand and typing.

In his last remarks, he said that the courses in question suffer from inadequate equipment, which in turn leads to a variety of problems, such as students’ forgetfulness, anxiety, stress, and varying levels of interest and potential.

A related viewpoint states that the trainer secretary needs a suitable amount of equipment and facilities in order to adequately acquire shorthand and typewriting abilities (Amaefule, 1986). Additionally, it was noted by Orupabe (1987) that shorthand teachers generally believe that their students are not consistently taught the most helpful form of English.

According to the teachers, the kids’ secretary is not given enough attention in areas that really matter to her. On top of that, students need to spend extra time practicing these concepts over and over again with appropriate examples until they can write them correctly subconsciously.

To do this, it is essential that instructors of both shorthand and English language have frequent conferences to discuss issues that arise in one area and find solutions that may be applied in the other.

He went on to say that some systems or shorthand, like Pitman and Sloan, are more angular than others, and that Gregg, on the other hand, is more loopy and curved. A highly rich English foundation, he claimed, is the only effective means to these systemic difficulties.

The capacity to think logically and write down accurate outlines constitutes approximately 85% of the transcription ability, according to a pulls in his own study in (1973).

The following recommendation is based on the previously stated reasons that prevent the instruction and study of typewriting and shorthand in academic institutions.

The owners of the different schools that offer these required courses should visit their campuses on a frequent basis to see how their courses are being taught. In order to better understand the necessity for adequate quantities of necessary equipment and supplies, this will aid in evaluating the shortcomings of said equipment, among other things.

1.2 Statement Of The Problem

Students often find that shorthand and typewriting present significant challenges in Nigerian polytechnics. Students in certain classes have historically performed poorly on both sectional and final exams, but no one knows why.

Because of their difficulties with shorthand and typewriting, many students have chosen to drop secretarial and related courses.At this time, it is unknown if the majority of universities have a universally accepted minimum GPA requirement for students wishing to major in shorthand and typing.

It is not enough for pupils to just know how these courses work; they also need to have some background knowledge and skills to handle all the laws and principles that govern them.

The topic of whether or not the English language is a factor influencing the acquisition of these foundational courses is connected. Orupabo (1987) argues that a strong command of the English language is the sole strategy that can effectively combat the systemic issues linked to shorthand.

What else can be said regarding the facilities? According to Amaefule (1986), who reported on the issue of learning materials, trainee secretaries can only learn typewriting and shorthand effectively if there is an adequate supply of high-quality equipment and supplies.

Schools that teach kids shorthand and typing but don’t provide basic classroom furniture like desks and chairs are failing to meet the standards set by industry experts.

Another issue that arises is the question of what skills and knowledge educators should have. Olson (1953) argues that competences prove that teachers have control over their pupils’ performance.

It is clear that instructors’ impromptu acts impact both classroom and extracurricular activities. Most importantly, it is unclear whether students are interested in those classes.

In light of these shortcomings, this study sought to examine the issues related to the instruction of shorthand and typewriting at the Enugu polytechnics of OSISATECH and IMT.

1.3 Purpose Of The Study

The study’s overarching goal is to identify issues with the typewriting and shorthand curricula at Enugu’s IMT and OSISATECH polytechnics.

In particular, the research aimed to ascertain the following

1. Determine whether instructors of shorthand and typewriting have the necessary qualifications to teach those subjects.

Determine whether there is a desire among pupils to study shorthand and typewriting.

3. Whether there are sufficient physical resources for instructing such subjects.

4. Verify that each course has an adequate number of credit hours.

5. Provide suggestions for enhancing the instruction and learning of shorthand and typewriting in such polytechnics.

1.4 Research Questions

In order to direct the investigations, the following questions were developed.

1. What kind of qualifications do polytechnic typewriting and shorthand instructors possess?

2. How well do you think students who are interested in taking such classes will do?

3. In the polytechnics, are there any physical resources for teaching shorthand and typewriting?

4. How long is the required course duration for completion?

5. What changes should be made to the way polytechnics teach shorthand and typewriting?

1.5 Limitations of the Study

Shorthand and typewriting instruction at IMT and OSISATECH polytechnics in Enugu State was the only focus of this research.

1.6 significance Of The Study

When unqualified individuals are hired to work as secretaries, their primary responsibility becomes typewriting rather than taking shorthand notes and using them to produce letters.

A large proportion of students who failed the shorthand exams required to become secretaries end up working as typists under the students industrial working scheme (SIWES), according to the researcher’s observations.

Some people were unhappy with their results on shorthand and typing tests after multiple failed attempts, while others were unhappy with the subjects’ complexity. However, the most humiliating scenario is when people stop using shorthand after a few tries.

Thus, the researcher’s ultimate goal in conducting this research is to raise awareness among students now enrolled in or planning to enrol in shorthand and typing programs.

This research work aims to provide teachers and students in Nigeria with a comprehensive guide to the study of shorthand and typewriting.

1.7 Assumption of The Study

For this investigation, we presupposed the following.

1. Students would excel in shorthand and typing if the instructors at IMT and OSISATECH Enugu are competent and qualified to teach the subject.

2. Students’ performance in the course is strongly correlated with their level of interest in it.

3. With the right tools, teaching and mastering typewriting and shorthand is a breeze.

4. Typewriting and shorthand instructors will be more productive if the administration of such institutions provides them with sufficient motivation.

1.8 Definition of Terms

SHORTHAND is a fast writing system that uses symbols, abbreviations, or characters in place of whole words or phrases.
The process of writing with the use of a computer

Learning is the process of altering one’s behaviour through repeated exposure to new information.

The principles are a predetermined set of guidelines.

OVERVIEW: The idea or procedure of categorising things according to the attributes they share

ABILITY: The things that an organism can accomplish or the forces that could cause it to do them

GOAL: In order to understand particular phenomena, it is necessary to first identify their origins.

A habit is a pattern of behaviour that develops through time as a physiological function or by repeated exposure to a stimulus.

MOTIVATION: That which is necessary for learning to occur in an efficient and effective manner

This technique involves the student either silently or aloud pronouncing each letter as he strikes the word.

PEPERTOIRE: A collection of works that an individual is ready to play

A little study every day, rather than working all day, is constant practice.

A modest reprimand or warning will do.

TONE: Subtle

Individualised Educational Program: I.E.P.